Children tend to live up to what adults think of them, so early years practitioners must be careful to get the message right, says Penny Tassoni
One of the reasons that people enjoy working with children is the satisfaction gained from knowing that they have made a difference. A child who comes into a nursery feeling slightly bewildered may leave three years later with a bounce in their step and a big smile on their face. The feeling that we can make a positive difference to children's lives is not unfounded. There are various pieces of research suggesting that adults' expectations of children can affect their behaviour, academic performance, and even their personality.
The way in which adults' expectations can make a difference to children has been dubbed the 'self- fulfilling prophecy'. It would seem that the way we perceive, respond to and work with children creates an extraordinary influence on them, so that they in turn show the attributes that are expected of them. The gender and even the name of a child can influence adults' expectations and create the self-fulfilling prophecy. A classic example of this was the report of the naming practices of the Ashanti tribe in Ghana. Children were given names according to the day of the week in which they were born, with each day having assigned characteristics. 'Monday' boys were thought to be calm and quiet, while boys born on a Wednesday were thought to be naturally aggressive. When police files for the area were looked at, they showed, perhaps not surprisingly, that 'Wed-nesday' boys dominated the records.
Gender issues
One of the greatest changes in our society during the twentieth century was the notion that girls are worth educating and, indeed, are capable of being educated! This brought with it a change of adult expectations. It is in some ways ironic that girls are currently outperforming boys in national tests. This in itself shows how expectations of achievement related to gender can be very powerful. Maths, for example, is still often seen as an area in which boys can outperform girls. While there appears to be some genetic differences in spatial abilities, Helen Bee (1995) suggests that environmental factors are more likely to be far more powerful in mathematics. Apparently, most parents attribute their girl's ability in mathematics to good teaching while believing that boys have 'natural ability'. Boys who do not perform well at maths are seen as not fully concentrating or trying.
This type of research acts as a powerful reminder that children need to be seen as individuals rather than as part of a 'boy' or 'girl' species. Linking expectations to gender is potentially limiting for both sexes.
Received messages
The self-fulfilling nature of adults' expectations suggests that children must get a sense of our expectations and respond to them. This is likely to happen in a variety of ways. Children notice our reactions towards them as well as listening out carefully for praise and the way we offer encouragement. A child who is told 'never mind, you have done your best', may be getting some reassurance, but might also suspect that the adult does not believe that they could have done any better!
Adult reactions in turn feed into children's self-concepts, or pictures of themselves, and in this way they come to think of themselves as others see them. A parallel process for adults is also likely to be taking place, as we are more likely to notice behaviour and achievement that fit in with our expectations. There is therefore a danger that we might work in slightly different ways with children according to our expectations.
A child who is seen as being 'good' at jigsaws may be given a more challenging jigsaw and encouraged to find the correct pieces alone, while a child who is perceived as not being so adept may be passed the correct piece by an adult who does not encourage the child to attempt to find it by themselves. This in turn can lead to some children learning 'helplessness' as a strategy while they learn to wait for an adult to provide them with the 'answer'.
Be realistic
While it is easy to see the importance of having high expectations of children, it is also important to be aware that having unrealistic expectations of children can also lead to misery. Children can feel that they are never 'good enough' and that the adults around them always seem to 'want more'. So while children should be encouraged, they should not feel that they are under pressure and that adult approval is directly linked to any achievement. With young children this may mean the adult taking a step back and encouraging a child to reflect on their own achievements by making comments such as, 'What do you like best about your picture?' or 'You seem disappointed - what were you hoping to do?'
Making a difference
Most early years practitioners naturally excel at encouraging children's confidence and being positive with them. But it is useful to take the time to be aware of our expectations and the effect they may be having.
- Avoid thinking of children in terms of 'a boy' or 'a four-year-old', as this is immediately likely to trigger expectations subconsciously.
- Encourage children to review their play and their own achievements.
- Look for ways of encouraging children to set and plan their own challenges, such as choosing their own play materials and equipment.
- Express positive expectations - for example, 'this looks tricky, but I think you will be able manage it'.
- Work with children to find solutions to their problems rather than giving them 'answers' straightaway - this will help them to become self-confident.
- Look for ways of helping parents to feel positive about their children. NW
Pygmalion in the classroom
One of the classic pieces of research showing the relationship between adult expectations and pupil performance is known as 'Pygmalion in the classroom'. In the experiment, class teachers were told that certain children in their group - who, unbeknown to the teachers, were chosen at random - were likely to show academic promise during the year. In follow-up tests, these selected children had made startling gains in their academic performance, showing that the expectations of teachers could actually influence achievement.
Student links
This article links to elements C5.3 and C5.5 of the NVQ 3 in Early Years Childcare and Education.
Evidence collector: If you are a student, you may wish to carry out the following activity that can encourage children to use language for thinking. Remember to consult with your supervisor and/or the parents if necessary.
Activity: Plan, do and review
The 'Plan, do and review' approach to children's learning is valuable in helping children to take responsibility and set their own challenges. Work with an individual child or small group and ask them to decide upon a play activity. Encourage them to think about what resources, equipment and support they will require. Support children in meeting their 'goals' and then encourage the children to reflect upon and review their play.
Write a reflective account of the session and consider the benefits of a child-led approach to play.